DOCSLIB.ORG

Oakfield CE Primary School School Self-Evaluation Form 2019-20 (Edition 1)

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Oakfield CE Primary School School Self-Evaluation Form 2019-20 (Edition 1) Oakfield CE Primary School School Self-Evaluation Form 2019-20 (Edition 1) Overall effectiveness: Requires Improvement The school was judged ‘Requires Improvement’ (RI) by Ofsted (Dec 17). Leadership and management, teaching, learning and assessment and outcomes were assessed RI with Early Years provision and personal development, behaviour and welfare judged ‘good’ (Ofsted Dec 17). The school has worked hard to improve standards, raise expectations and provide an inspiring education setting. Current assessments are: Leadership and Management - RI, Quality of Education - RI, Personal Development - Good, Behaviour & Attitudes - Good, EY Provision - Good. Our outcomes for pupils demonstrate progress since inspection. We have an upward trajectory in GLD, phonics and KS1. KS2 results are more varied with improvement in some areas – 2019 attainment dropped but progress from low KS1 baseline was positive in some areas. Our 2019 results underline strong progress many pupils make but we realise there is much more to do. We value the education of the whole child and consider our nurturing approach to be a real strength. Our spiritual and moral development has a very positive impact on the staff and children at the school. Our school is a real family community where every child is valued and celebrated. Areas for Improvement: ● To improve the attainment and progress of children in reading, writing and mathematics in all year groups - teachers to provide high quality teaching based on accurate assessment and high expectations. Improved KS1 and KS2 attainment. ● To improve the proportion of pupils achieving greater depth. We need to use assessment effectively to improve progress rates from accurate starting points, particularly for the most able. ● To continue to raise GLD and phonics screening outcomes. ● To ensure all disadvantaged pupils make at least similar progress as their peers, and where possible close gaps. Context Description of school • Oakfield is a C of E, VA, primary school located on the Isle of Wight. • The school is part of a Federation in partnership with Arreton CE Primary. The Oakfield site was extensively rebuilt from the previous middle school buildings to a new primary school block which opened in 2017. The change from 3 to 2 tier system and reconstruction resulted in an extensive period of disruption. • There are 276 on roll in 11 classes (EY - 41, KS1 - 76, KS2 - 158) (NOR 275). • Grounds include a large field (shared with the adjacent catholic primary school), woodland areas and a variety of play areas. Substantial outside play equipment has been installed in 2019. 1 Pupil Characteristics • Each year our EY baseline assessments identify significant numbers of children who enter school below expectations. • Children are predominately White/British. There are 20 pupils with EAL, 5 LAC/Post LAC and 5 Service children. • We have 5 children with EHCP, 71 on the SEN register. • 86 pupils are in receipt of Pupil Premium and we have 76 FSM. • 20 vulnerable children (6 CP, 2 TAC, 6 CIN, 6 LAC) Staffing Overview: ● 1 Executive Head Teacher (EHT), 1 Head of School (HOS) ● 18 teachers – 9 full time and 9 part time. We currently have 9 UPS, 5 MPS, 1 NQT and 3 CPS/UQT/SEN. Leadership and Management: Requires Improvement Vision: The Federation has an Executive Head Teacher (EHT) providing the strategic focus for improvement (appointed Sept 18). The school has been supported by the LA which has provided core subject improvement support. The Head of School (HOS) and Subject Leaders have evaluated the school thoroughly - they recognise there is much work to do to improve the school so that it is good in all areas of teaching, learning, assessment and outcomes (Ofsted 2017). The catchment area provides the school with a range of challenges: everyone is working hard to address key issues, raise pupil expectations and improve learning through inspirational teaching. Creativity is fundamental to our vision of engaging children in education, and is reflected in our engagement with arts, drama, music, forest schools and wider curriculum activities. Staff Development: We are developing leadership capacity. Two Strategic Leaders of Learning (SLLs) have core subject and key stage responsibilities who focus on the Subject Action plans, which are then refined and prioritised for rapid school improvement. One SLL is undertaking the NPQSL(ML programme). The HOS has developed a range of new initiatives to tighten accountability procedures (Ofsted 2017). The Teach First ‘Leading Together’ programme is supporting SLT development and underpinning provision and outcome plans, including coaching capacity. Staff participate in regular training and are eager to hone their skills further (Ofsted 2017). SLLs and teachers have worked closely with LA subject advisors to provide CPD and introduce a range of improvement initiatives. The school challenges weaker teaching and teachers are on a programme of continuous improvement. LA support has focused on task design, teaching strategies, effective assessment and providing coaching support. Workload and well-being: We are reviewing mental health and well-being across the school community. We have introduced a policy based on the Diocese model and are auditing current provision. This includes the ‘6 strands’ programme to support pupils on becoming effective, resilient learners. Pupil experience: Our curriculum is enquiry led, engaging, relevant and regularly reviewed. Leaders have developed Spanish, music and the arts, physical education and a range of humanities subjects to stimulate pupils’ interests. There is an increased emphasis on visits, trips and other experiences to inspire the learning. We have increased the use of residential visits. Governance: Governors have a full understanding of the quality of education taking place throughout the school. Governors know the school well and spot check on safeguarding, leaders’ monitoring of teaching and learning, and the impact of pupil premium funding (Ofsted 2017). A governor audit was undertake (Jul 18) and an action plan subsequently put in place to ensure high quality governance. Governor monitoring has increased since Sept 18 and is clearly challenging school leadership. Prudent fiscal policies and careful budget monitoring ensures the school is financially viable, well administered and the real estate well maintained. Safeguarding: We have a qualified in-house trainer for safeguarding – our safeguarding culture and policies are regularly reviewed. The arrangements for safeguarding are effective and there is a strong safeguarding culture in the school (Ofsted 2017). Annual audit was completed Feb 19 and an additional LA audit successfully completed in Dec 18. Pastoral support is provided through our highly skilled Nurture Support Team. Weekly reports to the Safeguard Governor shares critical information and CPOMS provides effective tracking. Points for improvement from last inspection Action and Impact Embed the school’s assessment system fully, so that leaders and teachers can INSIGHT - progress tracked by SLLs and monitored by HOS. Reports to SLT and determine precisely how well pupils are doing in all aspects of learning, and Governors. Challenge and Review meetings completed every half term and take swift action should pupils fall behind. next steps agreed with teaching teams. Effective task design evident and learning journeys reflect teaching strategies. 2 Implement plans to accelerate the progress of pupils, especially in key stage 1 School Improvement Plan underpins range of action plans. Triangulation of and in writing, across all year groups. teaching and oversight of learning journeys monitor quality of provision. Assessment strategies in place and regular book scrutiny and moderation ensures accurate assessment. Areas for Improvement: ● Ensure Assessment for Learning (AfL) is used effectively to measure progress and realign task design where pupils are at risk of not making expected rates of progress from starting points. Challenge and Review progress meetings regularly review overall provision and at risk pupils identified. ● Subject leaders support and challenge teachers to secure a greater proportion of pupils working at greater depth. Maintain staff cpd to secure consistently good teaching and effective in-house coaching. ● Strengthen the pupil premium strategy, supporting disadvantaged pupils to overcome barriers and accelerate their progress. Inclusion leaders monitor class based interventions and support teaching teams to secure personalised, challenging targets for pupils with SEND. SENCo/support team monitor SEND provision and governors strategically monitor. ● Sharpen governor monitoring so that governors have a deeper and insightful understanding of the school and drive improvements. Since governor audit, governor monitoring has increased and regularly challenges leadership but we need to build governor experience and knowledge to increase impact. Quality of Education: Requires Improvement Curriculum: The curriculum is national curriculum based, broad and includes delivery by specialist Spanish, IT and music teachers. Our curriculum review in 2019 developed our rich curriculum. Our focus is particularly on improving vocabulary development and reading skills in EY/KS1. We are undertaking the ArtsMark quality mark to underpin our creativity focus. We do need to ensure our pedagogical approaches, particularly in English and maths, are consistent across the school, through clearly planned learning journeys that challenge all pupils.
Load more

Recommended publications
  • England LEA/School Code School Name Town 330/6092 Abbey
    England LEA/School Code School Name Town 330/6092 Abbey College Birmingham 873/4603 Abbey College, Ramsey Ramsey 865/4000 Abbeyfield School Chippenham 803/4000 Abbeywood Community School Bristol 860/4500 Abbot Beyne School Burton-on-Trent 312/5409 Abbotsfield School Uxbridge 894/6906 Abraham Darby Academy Telford 202/4285 Acland Burghley School London 931/8004 Activate Learning Oxford 307/4035 Acton High School London 919/4029 Adeyfield School Hemel Hempstead 825/6015 Akeley Wood Senior School Buckingham 935/4059 Alde Valley School Leiston 919/6003 Aldenham School Borehamwood 891/4117 Alderman White School and Language College Nottingham 307/6905 Alec Reed Academy Northolt 830/4001 Alfreton Grange Arts College Alfreton 823/6905 All Saints Academy Dunstable Dunstable 916/6905 All Saints' Academy, Cheltenham Cheltenham 340/4615 All Saints Catholic High School Knowsley 341/4421 Alsop High School Technology & Applied Learning Specialist College Liverpool 358/4024 Altrincham College of Arts Altrincham 868/4506 Altwood CofE Secondary School Maidenhead 825/4095 Amersham School Amersham 380/6907 Appleton Academy Bradford 330/4804 Archbishop Ilsley Catholic School Birmingham 810/6905 Archbishop Sentamu Academy Hull 208/5403 Archbishop Tenison's School London 916/4032 Archway School Stroud 845/4003 ARK William Parker Academy Hastings 371/4021 Armthorpe Academy Doncaster 885/4008 Arrow Vale RSA Academy Redditch 937/5401 Ash Green School Coventry 371/4000 Ash Hill Academy Doncaster 891/4009 Ashfield Comprehensive School Nottingham 801/4030 Ashton
    [Show full text]
  • Candidate Information Brochure
    CANDIDATE INFORMATION BROCHURE To inspire young people to make their best better October 2016 Dear Candidate, Thank you for showing an interest in the Teacher of REP role at Tendring Technology College. Tendring Technology College, judged by Ofsted as ‘good’ in all catergories , with the behaviour of students being rated as ‘outstanding’ in March 2016. We opened in August 2011 and are part of Academies Enterprise Trust, the largest nationwide, multi academy sponsor in the country. Academies Enterprise Trust firmly believes that all young people deserve to become world class learners – to learn, enjoy, succeed and thrive in a world class educational environment, which has the best facilities, the best teaching and the most up to date resources available to them. Our vision is to help students achieve world class learning outcomes by developing world class teachers in a world class community. Tendring Technology College has an exciting future and this appointment represents a great opportunity to secure positive outcomes for our learners. If you share our vision and values then we would be very excited to hear from you. Yours faithfully The Recruitment Team Tendring Technology College Tendring Technology College serves a wide catchment area in the Tendring District that is a mix of rural and coastal environment with easy access to the vibrant town of Colchester with London Liverpool Street a straightforward train journey. TTC is unique in that it is a split site College. The Thorpe campus is dedicated to our Key Stage 3 students and nearly 5 miles away is the Frinton campus for our Key Stage 4 and 5 students.
    [Show full text]
  • Solent Skills Advisory Panel Local Skills and Labour Market Analysis
    Solent Skills Advisory Panel Local Skills and Labour Market Analysis June 2020 1 2 Contents Foreword 1. Introduction 7 2. Economic & Labour Market Landscape in the Solent 10 2.1 Demographics 11 2.1.1 Population by Broad Age Group 11 2.1.2 Internal and International Migration 14 2.2 Labour Market 17 2.2.1 Economic Activity 17 2.2.2 Employment 20 2.2.3 Unemployment 21 2.2.4 Commuting 23 2.3 Solent Businesses 25 2.4 Economic Landscape 28 2.4.1 Gateway Economy 28 2.4.2 Economic Output 29 2.4.3 Economic Output by Sector 32 2.5 Productivity 35 3. The Demand for Skills in the Solent 39 3.1 Industrial Structure 41 3.2 Occupational Structure 46 3.3 Skills Demand by Industry and Occupation 49 3.4 Job Vacancies and Skills Demand 51 3.5 Future Skills Demand 52 3.5.1 Expansion Demand and Replacement Demand 53 3.5.2 Net Skills Requirement by Occupation & Qualification 54 3.6 4th Industrial Revolution and Skills 58 3.6.1 Automation and Future of Employment in Solent 60 3.7 Skills for the Future 64 3 4. The Supply of Skills in 66 Solent 4.1 Skills in the Workforce: 67 4.1.1 Advanced Skills 70 4.1.2 Intermediate Skills 73 4.1.3 Low Skills 76 4.2 Skills System 79 4.2.1 Secondary Education - Participation and Attainment 79 4.2.2 Further Education - Learning and Training 83 4.2.3 Further Education - Education and Training 85 4.2.4 Further Education - Apprenticeships 91 4.2.5 Higher Education 97 4.2.6 Employer Sponsored Training 103 4.3 Skills Deprivation and Inequality 105 4.3.1 Young People Not in Education, Employment or Training (NEETs) 105 4.3.2 Education and Skills Deprivation 106 5.
    [Show full text]
  • 1 Ryde Academy Admissions Arrangements for School Year 2019
    Ryde Academy Admissions Arrangements for School Year 2019-20 Academies Enterprise Trust is the Admissions Authority for the Academy. These arrangements are established in accordance with Annex 1 of the Academy’s Supplemental Funding Agreement. Admission Number Ryde Academy has an agreed Published Admission Number (PAN) of 270 for entry into Year 7. The Academy will accordingly admit at least 270 pupils in the relevant age group each year if sufficient applications are received. All applications will be admitted if 270 or fewer apply. Children with an Education, Health and Care Plan Any child with an Education, Health and Care Plan (“EHC”) is required to be admitted. This gives such children overall priority for admission to the named academy. This is not an over- subscription criterion. Looked After Children Any child that is Looked After or previously Looked After is required to be admitted to the Academy. This gives such children overall priority for admission to the named school. In the case of previously looked after children, admission authorities may request a copy of the adoption order, residence order or special guardianship order and a letter from the local authority that last looked after the child confirming that he or she was looked after immediately prior to that order being made. Over-subscription Criteria Where the number of applications for admission is greater than the published admission number, applications will be considered against the criteria set out below. After the admission of pupils with an Education, Health and Care Plan (“EHC”) where the Academy is named on the Plan, the criteria will be applied in the order in which they are set out below: 1.
    [Show full text]
  • Candidate Information Brochure Aylward Academy
    CANDIDATE INFORMATION BROCHURE AYLWARD ACADEMY To inspire young people to make their best better November 2016 Dear Candidate, Thank you for your interest in the Curriculum and Assessment Manager role at Aylward Academy. We are passionate about ensuring that, individually, we are continually improving and challenging ourselves and as an academy, striving towards our vision ‘To make our best better’ and become a great school. Aylward is a community academy based in a deprived area of North London. Since its foundation in 2010 it has dedicated itself to the education of young people from the local area, driving the Value Added score up to 1029. There is now a waiting list for year 7 entrants and the sixth form has grown from 30 to just under 300. The academy opened in 2010 with an Ofsted notice to improve and in an extremely short time were graded good in a 2012 inspection. The most recent inspection conducted in the summer of 2016 confirmed the school continues to be good whilst also identifying outstanding features. In 2012 the Ofsted report confirmed that, “Students are well motivated in their learning and their behaviour is good”. It also stated that, “Teachers plan well- structured lessons in line with students’ abilities and this adds to their enjoyment of learning”. We place learning at the core of everything we do at Aylward Academy. We have a committed and highly skilled staff and Governing Body who are dedicated to ensuring that all students achieve the best possible outcomes in their academic qualifications as well as their personal development.
    [Show full text]
  • Royal Holloway University of London Aspiring Schools List for 2020 Admissions Cycle
    Royal Holloway University of London aspiring schools list for 2020 admissions cycle Accrington and Rossendale College Addey and Stanhope School Alde Valley School Alder Grange School Aldercar High School Alec Reed Academy All Saints Academy Dunstable All Saints' Academy, Cheltenham All Saints Church of England Academy Alsop High School Technology & Applied Learning Specialist College Altrincham College of Arts Amersham School Appleton Academy Archbishop Tenison's School Ark Evelyn Grace Academy Ark William Parker Academy Armthorpe Academy Ash Hill Academy Ashington High School Ashton Park School Askham Bryan College Aston University Engineering Academy Astor College (A Specialist College for the Arts) Attleborough Academy Norfolk Avon Valley College Avonbourne College Aylesford School - Sports College Aylward Academy Barnet and Southgate College Barr's Hill School and Community College Baxter College Beechwood School Belfairs Academy Belle Vue Girls' Academy Bellerive FCJ Catholic College Belper School and Sixth Form Centre Benfield School Berkshire College of Agriculture Birchwood Community High School Bishop Milner Catholic College Bishop Stopford's School Blatchington Mill School and Sixth Form College Blessed William Howard Catholic School Bloxwich Academy Blythe Bridge High School Bolton College Bolton St Catherine's Academy Bolton UTC Boston High School Bourne End Academy Bradford College Bridgnorth Endowed School Brighton Aldridge Community Academy Bristnall Hall Academy Brixham College Broadgreen International School, A Technology
    [Show full text]
  • Ryde Academy Pell Lane, Ryde, PO33 3LN
    School report Ryde Academy Pell Lane, Ryde, PO33 3LN Inspection dates 24–25 April 2013 Previous inspection: Not previously inspected Overall effectiveness This inspection: Inadequate 4 Achievement of pupils Requires improvement 3 Quality of teaching Requires improvement 3 Behaviour and safety of pupils Inadequate 4 Leadership and management Requires improvement 3 Summary of key findings for parents and pupils This is a school that has serious weaknesses. Too many younger students do not feel Teaching has improved, particularly in English confident to report bullying. They do not and mathematics, as a result of support always feel safe in all areas of the academy provided by the sponsor. However, the quality because older students sometimes behave of teaching is not always good in other inconsiderately towards them. Not all subjects. teachers stick to the academy’s policies, Some students’ poor writing skills limit their particularly those for managing behaviour. progress at Key Stage 3. Teachers do not all There have been improvements in students’ encourage students to write well and take achievement over the last year. Standards, pride in the presentation of their work. notably in mathematics, are rising. However, There are weaknesses in the way in which achievement varies too much between leaders identify priorities and plan to meet subjects. them. The academy’s senior and subject leaders do not use precise enough measures to find out what is working and what is not. The school has the following strengths In English and mathematics, the gap in When the academy’s leaders and the sponsor performance between students for whom the have identified a need for improvement and academy receives the pupil premium and provided support and resources, they have other students is closing.
    [Show full text]
  • FOI Request – IW13/9/37259
    FOI Request – IW13/9/37259 Question 2a– Percentage of Pupils with Statement of SEN by gender in LA Maintained/State Funded Secondary Schools School % Statements – Male % Statements – Female All Saints CE Primary 2.6% 1.6% Arreton St George’s CE Primary 1.1% 0% Barton Primary 2.7% 3.0% Bembridge CE Primary 1.9% 0% Binstead Primary 3.4% 0% Brading CE Primary 3.8% 0% Brighstone CE Primary 2.6% 2.2% Broadlea Primary 5.5% 2.4% Carisbrooke CE Primary 1.1% 0.7% Chillerton & Rookley Primary 0% 3.2% Cowes Primary 3.0% 0% Dover Park Primary 0.7% 0.8% Gatten & Lake Primary 0% 0% Godshill Primary 3.2% 4.1% Greenmount Primary 7.6% 1.5% Gurnard Primary 0.7% 0% Haylands Primary 0.9% 2.2% Holy Cross Catholic (Aided) Primary 0.9% 1.1% Hunnyhill Primary 1.7% 0% Lanesend Primary 5.1% 1.5% Nettlestone Primary 4.7% 0% Newchurch Primary 1.9% 0% Newport CE (Aided) Primary 1.1% 1.6% Nine Acres Primary 1.8% 0% Niton Primary 6.2% 0% Page 1 School % Statements – Male % Statements – Female Northwood Primary 1.6% 1.2% Oakfield CE Primary 6.0% 1.0% %Queensgate Foundation Primary 2.1% 0.6% Shalfleet CE Primary 0% 0% Shanklin CE Primary 2.2% 2.4% St Francis Catholic & CoE Primary 2.1% 0% St Helens Primary 4.9% 0% St Mary’s Catholic Primary 0.9% 1.9% St Saviours Catholic (Aided) Primary 1.7% 0% St Thomas of Canterbury Catholic Primary 2.2% 0% Summerfields Primary 0% 0% The Bay CE Primary 1.0% 1.5% Weston Academy 0% 0% Wootton Primary 2.0% 0% Wroxall Primary 0% 0% Yarmouth CE (Aided) 2.6% 4% Question 2b – Percentage of Pupils with Statement of SEN by gender in LA Maintained/State Funded Secondary Schools, Year 7 - 11 School % Statements – Male % Statements – Female Carisbrooke College 4.1% 1.1% Christ the King College 4.7% 3.0% Cowes Enterprise College 3.3% 1.8% Medina College 6.9% 1.4% Ryde Academy 3.4% 0.4% Sandown Bay Academy 5.5% 0.8% N.B Information is correct at the time of production i.e.
    [Show full text]
  • List of Eligible Schools for Website 2019.Xlsx
    England LEA/Establishment Code School/College Name Town 873/4603 Abbey College, Ramsey Ramsey 860/4500 Abbot Beyne School Burton‐on‐Trent 888/6905 Accrington Academy Accrington 202/4285 Acland Burghley School London 307/6081 Acorn House College Southall 931/8004 Activate Learning Oxford 307/4035 Acton High School London 309/8000 Ada National College for Digital Skills London 919/4029 Adeyfield School Hemel Hempstead 935/4043 Alde Valley School Leiston 888/4030 Alder Grange School Rossendale 830/4089 Aldercar High School Nottingham 891/4117 Alderman White School Nottingham 335/5405 Aldridge School ‐ A Science College Walsall 307/6905 Alec Reed Academy Northolt 823/6905 All Saints Academy Dunstable Dunstable 916/6905 All Saints' Academy, Cheltenham Cheltenham 301/4703 All Saints Catholic School and Technology College Dagenham 879/6905 All Saints Church of England Academy Plymouth 383/4040 Allerton Grange School Leeds 304/5405 Alperton Community School Wembley 341/4421 Alsop High School Technology & Applied Learning Specialist College Liverpool 358/4024 Altrincham College Altrincham 868/4506 Altwood CofE Secondary School Maidenhead 825/4095 Amersham School Amersham 380/4061 Appleton Academy Bradford 341/4796 Archbishop Beck Catholic Sports College Liverpool 330/4804 Archbishop Ilsley Catholic School Birmingham 810/6905 Archbishop Sentamu Academy Hull 306/4600 Archbishop Tenison's CofE High School Croydon 208/5403 Archbishop Tenison's School London 916/4032 Archway School Stroud 851/6905 Ark Charter Academy Southsea 304/4001 Ark Elvin Academy
    [Show full text]
  • Isle of Wight 24/7 Public Access Defibrillators
    Isle of Wight 24/7 Public Access Defibrillators ATCoRS = IW NHS Trust Ambulance Training & Community Response Service Site Owned By Address Post Code Morrisons Newport ATCoRS 4 South Street, Newport PO30 1JQ St Thomas of Canterbury Primary ATCoRS High Street, Carisbrooke PO30 1NR Carisbrooke, Eight Bells (The) Private 31 Carisbrooke High Street PO30 1NR Newport Conservative Club Private 39-40 Pyle Street, Newport PO30 1XB Newport Residential Care Private 3 Watergate Road, Newport PO30 1XN Barton Primary ATCoRS Furrlongs, Newport PO30 2AX Premier Inn - Seaclose Private Seaclose, Fairlee Road, Newport PO30 2DN Island Harbour Private The Control Tower, Mill Lane, Newport PO30 2LA Bright Sparks Preschool Private Atkinson Drive, Newport PO30 2LJ Arreton St George's Primary ATCoRS School Lane, Main Road, Arreton PO30 3AD Blackwater Mill ATCoRS Blackwater, Newport PO30 3BJ JMC Hire Private Broadfields Farm, Chapel Lane, PO30 3DA Merstone Whitecroft Park Private Sandy Lane, Newport PO30 3FB Shorwell Village Hall ATCoRS Shorwell Village Hall, Russell Road PO30 3JT Brighstone Village Private The Village Shop, Main Road PO30 4AH Brighstone Grange ATCoRS Grange Farm, Brighstone PO30 4DZ Hulverstone, Sun Inn ATCoRS Westview, Hulverstone PO30 4EH Calbourne, Sun Inn Private Sun Inn, Calbourne PO30 4JA Porchfield, Sportsmans Rest ATCoRS Main Road, Porchfield PO30 4LP Shalfleet Primary ATCoRS Station Road, Ningwood PO30 4NN Shalfleet Village Stores Private Warlands Lane, Shalfleet PO30 4NQ Newport Methodist Church Private Quay Street, Newport PO30 5BA
    [Show full text]
  • List of Schools - Isle of Wight Local Authority
    LIST OF SCHOOLS - ISLE OF WIGHT LOCAL AUTHORITY SCHOOL & HEADTEACHER NAME ADDRESS, TELEPHONE NO & EMAIL ADDRESS PRIMARY SCHOOLS (INCLUDING ACADEMIES) Arreton St George’s CE (Aided) Primary School School Lane, Arreton, IW, PO30 3AD Mrs Maria Herbert: Headteacher 01983 528429 *Federated with Oakfield CE Primary School [email protected] Barton Primary School & Early Years Centre Furrlongs, Barton, Newport, IW, PO30 2AX Mr Mark Snow: Headteacher 01983 522469 Mrs Su Meredith: Head of School [email protected] Bembridge CE (Controlled) Primary School Walls Road, Bembridge, IW, PO35 5RH Mrs Sandra Groocock: Headteacher 01983 872668 [email protected] Binstead Primary School Hazelmere Avenue, Binstead, Ryde, IW, PO33 3SA Mrs Rebecca Chessell: Headteacher 01983 562341 [email protected] Brading CE (Controlled) Primary School West Street, Brading, IW, PO36 ODS Mrs Beverley Gilbert: Headteacher 01983 407217 [email protected] Brighstone CE (Aided) Primary School New Road, Brighstone, Newport, IW, PO30 4BB 130 Mrs Rebecca Lennon: Headteacher 01983 740285 [email protected] Broadlea Primary School Newport Road, Lake, Sandown, IW, PO36 9PE Ms Sharon Freeley: Headteacher 01983 402403 [email protected] Carisbrooke CE (Controlled) Primary School* Wellington Road, Carisbrooke, Newport, IW, PO30 5QT Ms Katherine Marshall: Executive Headteacher 01983 522348 Mr Lloyd Watkins: Head of School [email protected] *Federated with Newport CE Primary School Chillerton
    [Show full text]
  • Ryde Academy Pell Lane, Ryde, Isle of Wight PO33 3LN
    School report Ryde Academy Pell Lane, Ryde, Isle of Wight PO33 3LN Inspection dates 22–23 November 2016 Overall effectiveness Good Effectiveness of leadership and management Good Quality of teaching, learning and assessment Good Personal development, behaviour and welfare Good Outcomes for pupils Good 16 to 19 study programmes Requires improvement Overall effectiveness at previous inspection Requires improvement Summary of key findings for parents and pupils This is a good school This is a rapidly improving school. Teachers have successfully improved the quality of writing across the curriculum. This is The strong moral purpose and inspirational a strength. leadership of the principal have successfully embedded an ambitious culture. All the Teachers know their pupils well. They plan community now have high expectations for the learning activities to meet their needs. pupils. Teachers provide helpful and incisive feedback that pupils readily engage with to improve their There is a strong culture of learning and an work. This is a real strength of the school. eagerness to be even better across the school. Pupils are keen to improve their learning and Pupils are extremely proud to belong to Ryde teachers are very willing to refine and improve Academy. They recognise the better progress their skills. they are making and are appreciative of their teachers and the leaders of the school. Pupils’ attainment and progress are rising rapidly, especially in English and mathematics. Pupils’ behaviour has significantly improved Senior and middle leadership is strong. All and they are happy to be at school. Positive leaders effectively challenge and support staff relationships underpin a strong community to provide good experiences for the pupils.
    [Show full text]